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Technology literacy approach: Increase the technological uptake of students, citizens, and the workforce by incorporating technology skills in the curriculum - the.

Knowledge deepening approach Increase the ability of students, citizens, and the workforce to use knowledge to add value to society and the economy by applying it to solve complex, real-world problems - or the.

Knowledge creation approach: Increase the ability of students, citizens, and the workforce to innovate, produce new knowledge and benefit from this new knowledge - or the.

Administrators and teachers use ICT for tasks already carried out in institutional management and in the curriculum.

Teachers involve themselves in integrating ICT to acquire specific subject skills and knowledge, beginning to change their teaching methodology in the classroom, and using ICT to support their training and professional development.

Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.

The curriculum also begins to merge subject areas to reflect real-world applications.

The teachers use ICT to manage not only the learning of their students but also their own learning

Educational institutions involved in integrating or embedding ICT across the curriculum, and in employing a range of computer-based technologies in laboratories, classrooms, and administrative offices.

The emphasis changes from teacher-centered to learner-centered.

Institutions at this stage of teacher development have become centers of learning for their communities.

Circle the level of development on each continuum that you would assess teachers (pre and/or in-service) are at in your country (Left side – “Emerging stage” (1) - Right side – “Transforming stage” (4))

Circle top three priorities you would want to focus on for raising ICT Competency Standards for Teachers in your country over the next 3 years

If the group has any suggestions for modifications/ rewording(changes, additions, or deletions) to describe lecturer/instructor performance for the four levels of this standard sub-domain or to make the standard statements and progressions clearer, more relevant or more comprehensive for the TIVET context.

Task 3: Portfolio Artifacts: If you were putting together a portfolio for TIVET standards, what would be some artifacts that you could include to demonstrate teaching effectiveness at different levels of your standard sub-domain?